Executive Summary, 2002-2003
Relationship of Assessment of Learning to Other Measures of Institutional Effectiveness
The assessment of student learning and development , which is covered in this document, is only one aspect of the evaluation of institutional effectiveness (Lopez, March 1996). The evaluation of other aspects of institutional effectiveness is carried out by department chairs, deans, program directors, and vice-presidents as they complete program evaluations, annual reports, and other activities to evaluate the achievement of Concordia University’s strategic goals. The following sections summarize the ongoing departmental and institutional activities that assess student learning and development and the activities that impact them.
The 2002-2003 assessment reports submitted by academic departments continue to demonstrate that most faculty at Concordia University are engaged in reflecting on their practice as teachers and on improving the curriculum and the quality of student learning.
Academic majors and graduate programs at
Concordia University continue to include a wide range of assessment activities, for example, capstone courses, internships, portfolios, performances, exhibitions, case studies, business plans, comprehensive exams, research projects, and conference presentations.
Assessment of learning in the academic major or graduate program continues to be a strength for
Concordia University. Most departments were able to document their intentional efforts to review evidence of the learning that has taken place in majors and graduate programs, and then, where there were disappointments or concerns about the outcomes, to honestly deliberate about how to improve the depth, quality, or other aspects of that learning.
Some departments indicated that they are making or considering changes in pedagogy, course content, learning objectives, or assessment measures in response to assessment results. Above all, it appears that where assessment has seemed to have had the greatest impact, faculty members have engaged in collegial discussions around the common goal of improving the quality of students’ learning,
Two major areas in Concordia University ’s assessment processes still need improvement. They are 1) the systematic assessment of learning outcomes in general education and distribution courses and 2) in the aggregation of individual faculty observations of individual student achievements, so that generalizations can be made about learning across the institution.
Despite the challenges of limited personnel and other resources, most faculty are finding ways to review evidence of student learning and development, analyze and discuss its implications, and make changes intended to improve the quality of that learning. For the most part, faculty reported that students are satisfactorily meeting the goals and objectives set for academic programs, despite continuing significant variability in the quality of students’ performances.
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Executive Summary, 2002-2003
In fall 2001, the General Education Committee conducted an audit of all the general education offerings using the mission and criteria approved by Faculty Senate. The next focus of the General Education
Committee that year was the development of a proposal for a reduction in the number of credits required for general education and a common general education curriculum across all the university colleges.
At the end of the 2001-02 academic year, the Assessment Team proposed to the General Education
Committee that the Assessment Team take responsibility for designing the next phase in the assessment of general education rather than the General Education Committee, which had been charged with that task. The Assessment Team would implement its plan in 2002-03.
In May 2002, the Assessment Team along with one representative from the General Education
Committee, designed a plan for assessing the learning outcomes of the general education distribution courses, building on the process that had been initiated in August 2000 but which had not been completed. In January 2003, this group held a workshop for all faculty who have responsibilities for general education distribution courses. These faculty were asked to revisit previously established learning outcomes or create new ones, and to determine a set of strategies for assessing the achievement of these outcomes by students across all courses/sections for their particular general education distribution area (e.g., history, literature, social and behavioral sciences, fine arts, etc.). Each area was asked to complete a timeline indicating when they would implement each step of the assessment process, which is to begin no later than Fall 2003, and the results of which are to be reported no later than June 2004.
Again this year, many of the assessment reports for the academic majors and graduate programs noted that students’ writing skills needed improvement. In previous executive summaries, intentions were expressed to assess student writing skills across the institution, but none of these intentions have yet been carried out.
Academic departments document their assessment activities and use of assessment results for improvement in an annual assessment report for each major or graduate program. A total of 27 assessment reports for 2002-03 were completed for undergraduate academic majors and graduate programs.
As a follow-up activity, many of the faculty involved in the compilation of their department’s annual assessment reports met in small groups facilitated by Assessment Team members in August 2003 to discuss major strategies or issues in assessment. The sessions that individual faculty could choose to attend included the following:
Outcome/Comprehensive Exams (Standardized/Non-standardized)
How do we make use of the results to improve our curriculum and instruction?
What kinds of off-the-shelf tests are available?
What about home-grown tests (e.g., reliability/validity)?
What do we make of national norm data?
How do we motivate students to do their best?
Portfolios
What do we include?
Required or student-chosen elements? Formative or summative?
How do we link them to program/major objectives?
How do we evaluation them?
How do we aggregate information about student learning from them?
How do we make them valuable for students?
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Executive Summary, 2002-2003
How do we make use of the results to improve our curriculum and instruction?
Capstone Courses
What do we include?
What elements of the course provide information about learning outcomes?
How do we link capstone course objectives to program/major objectives?
How do we make use of the results to improve our curriculum and instruction?
Final Projects (e.g., thesis, research paper)
How do we link them to program/major objectives?
How can we evaluate them according to program objectives?
How might we aggregate information about student learning from them?
How do we make use of the results to improve our curriculum and instruction?
Aggregating data from individual course assessments
What techniques can be used to translate individual student performances (on course papers, tests, etc.) into useful aggregated data?
How do we make use of the results to improve our curriculum and instruction?
The outcome of this activity was mixed: many faculty reported the discussion about assessment-related activities with colleagues to be helpful, but others were looking for more direct feedback from the assessment team “experts” on “how they were doing” in their assessment efforts.
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Business
Business
Business
B.B.A. - Accounting
B.B.A. - Finance
B.B.A. - Marketing
Communication
Studies
B.A. - Communication
Studies
Assessment procedures used to determine students' abilities to record financial transactions and prepare financial statements, perform audit tests, and prepare management financial reports include quizzes and tests, homework problems, and comprehensive course problems.
Findings indicate that the current program should be maintained.
Assessment strategies to determine the level to which students are able to analyze financial ratios, prepare budgets, and work with annuities, stocks, bonds, and taxes include tests, financial analyses, "real-world" presentations, research papers and the ETS outcome exam.
Changes made based on results include some course adjustments. Less material will be covered but in greater depth. The revised quiz structure worked well and will be used again.
The financial analysis format will be revised to lead students through a step by step process.
Current assessment techniques (marketing plans, case studies, course reflection papers,
SWOT analyses, class presentations, etc) will continue to be used with only minor changes.
An analysis of advertising to ethnic groups was found by students to be revealing and will be expanded upon next year. A "real-world" project with the American Red Cross was used to assess students' ability to conduct a focus group and develop, use, and analyze a questionnaire. The use of a real client forced students to make more revisions to reports than in the past. Students' management of email was found to be problematic, and some class activities were modified to address the concern. A representative from an advertising firm was present to evaluate some of the student presentations in a new advertising and sales course. His "blunt" evaluations were helpful to students, and the use of this outside resource will be expanded upon next year. Assessment results were discussed informally with colleagues.
Each major will create a portfolio using top papers which will be critiqued using unsatisfactory and satisfactory categories (Goal #1).
To be intentional about theory overlap, a grid of theories and courses in which they are taught will be made (Goal #1). Get service learning report from Colleen Klatt (Goal #2) . Continue student journals (Goal #2). Keep oral history report and incorporate into portfolio (Goal #2). Hone exit interviews to be more specific (Goal
#3). Keep pre- and post-reflective writings and start to collect longitudinal data (Goal #3).
Include International Competence paper as part of the portfolio (Goal #3).
Include the
Communication audit in the portfolio (Goal #3).
Improve video production equipment (Goal #4). Include the student feedback and professor reports from COM212 and COM309 (Goal #4). New assignment for teaching research support was developed and support assignment redeveloped (Goal #4). Internship manual will be created and posted on-line (Goal #4). Faculty will continue to participate and respond

Executive Summary, 2002-2003
English and
Modern
Languages
History
Social and
Behavioral
Sciences
Social and
Behavioral
Sciences
Social and
Behavioral
Sciences
B.A. - English
B.A. - History
B.A. - Criminal Justice
B.A. - Psychology
B.A. - Sociology in undergraduate research conferences (Goal #4). NCA credo must be applied several times within a semester to allow more specific and insightful application (Goal #7). May need to include communication ethics in the research courses (Goal#7).
Decisions regarding teaching will be made deliberately to assist students in meeting goals #1-
8: continue to use the reading list organized by literary topic (Goal #2); continue to discuss using an alternative format (other than ENG499) to assess student writing (Goal #3); continue to have an oral exam in ENG490 to prepare students for the oral capstone exam. Dr.
Heginbotham has been assigned to coordinate midterm assessment. All of the writing prompts will be included in the syllabus the term.
Hmong oral history projects will be continued (Goal #1). Department will offer a range of courses to address the culture and historical development of other regions if budget allows
(Goals #1). Programs to enlarge and enhance student exposure to evidentiary and interpretive resources (Goal #2). Will increase faculty communication to facilitate historical research (Goal #3). Department newsletter will be used to promote internship opportunities
(Goal #4). Work will be done to expand internship sites and opportunities (Goals #4). Faculty will encourage proficient use of information technology resources that are available on the laptops (Goal #5). Faculty is committed to learning more about WebCT and on-line instruction (Goal #5). Faculty is encouraged to incorporate more essay-style assessment procedures (Goal #7).
Results of ETS exam shared at departmental retreat - student response positive to course additional on deviance theories - Course addition through partnership with College of Grad and Continuing Studies - some concern expressed by students regarding course load in Juv
Justice and Police & Community for two credits -- change to 4 credits in 2003-04.
Results of ETS exam shared at retreat - affirmed decisions made re curriculum in previous year - data shows need to change timing of ETS psychology exam - internship experience changed based on data from student survey - data showed ongoing need to maintain review and expansion of course offerings.
Results shared at department retreat - comparisons made to national norms using ETS sociology exam - student focus group results used to affirm current research practices.
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Executive Summary, 2002-2003
Teacher Education
B.A./Licensure -
Elementary and Secondary
Education
Kinesiology and
Health Sciences
B.A. - Kinesiology/PE and
Health
Executive summaries were developed - shared - discussed in the COE every semester.
Focus group discussion identified communication issue with students - addressed by COE
"being more forthright in requiring completion of all 100 hours prior to student teaching."
Focus group identified need for "more writing in courses" and "more case studies" in teaching strategies. Focus group also addressed clarity of defining terms also benchmarking for
"disposition" in ED200 - consider self-assessment.
Lesson plans, presentations, career interviews and papers were class activities that assessed department goals. Assessment results were reported as mixed but improving over the year.
These results caused a new course to be added, adding learning opportunities to additional courses.
Parish Education
B.A./Certification - Director of Christian Education
Suggestion was made for the development of a clear rubric for use in evaluating the final interview and portfolio.
Religion and
Theology
B.A. - Theology
Expressed pleasure with use of outcome testing to stated goals and objectives. Reflected a desire to clarify and/or modify the the coordination and use of the instrument for all graduating students seeking positions in professional ministry in the church. Also expressed a desire to reduce the often long time gaps between the completion of a given subject and the taking of the proficiency test as a part of senior outcomes.
CSAL
B.A. - Human Resource
Management
Feedback from instructors and writing samples shows some weakness in students' writing skills. Students have been referred to the writing lab for help, and instructors now evaluate writing assignments using common criteria. Writing expectations will be more clearly communicated to students during the first two courses to allow time for student growth.
Program assessment has included feedback from students completing the program and a roundtable discussion with HRM alumni. Student/alumni feedback from the program review and alumni roundtable has generally been positive. Based on student feedback, instructor orientation on legal issues has been expanded and additional class time will be spent on this topic. Final completed projects have shown progress in the development of students' critical thinking skills. The final project syllabus has been revised and is now undergoing further revision based on instructor and student feedback.
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Executive Summary, 2002-2003
CSAL
CSAL
CSAL
CSHS
B.A. - Information
Technology in
Management
B.A. - Marketing
Management and
Innovation
B.A. - Organizational
Management and
Communication
B.A. - Criminal Justice
Faculty rate student progress on program learning goals at the end of each course (module).
Based on these ratings, the curriculum will renew its emphasis on the “return on investment” principle of the curriculum; students will continue to hold 1-2 class periods on-line in one course; more faculty expertise in project management will be used; and program coordinators will hold personal interviews with students asking them reflect on various challenges of the major project as well as their own professional development and meeting of program learning goals. Other curricular and instructional changes from previous years were found to be effective and are being continued.
Three major forms of assessment are used in all courses: high student class participation, weekly assignments and readings, and a major course paper. Based on instructor and student feedback, more professional presentations are being planned. Students' writing skills are monitored closely and have been seen to greatly improve during the 18 months of the program. Improvements have been made in the "quantifiable" courses based on analysis of students' business plans. A goal of the program is develop the student's willingness/ability to become an independent learner, assessed by two student "closure papers" that are examined by the program chair. These have shown that a majority of the students have experienced great personal growth during the duration of the program. Issues that have "dampened the student experience" have been systematically addressed.
Multiple assignments, role plays, self assessments, oral presentations, and in-class work groups and feedback/reports from learners were assessment procedures employed in various modules of the major to assess the major's goals. The findings of these procedures are that learners are completing course work, demonstrating competencies and applying learning to the workplace. These findings are shared with instructors and feedback is used to determine possible revisions or adaptations.
Learning outcomes in the criminal justice degree completion program are assessed through in-course activities. The program chair meets with instructors after each course, reviews course evaluations from students, meets with students mid-way through the program, and holds exit interviews with students. As a result, an area in the curriculum that had received too much emphasis was adjusted. The program chair will continue to look for ways to strengthen expertise from practitioners as well as solicit input from students and the industry.
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Executive Summary, 2002-2003
CSHS
CSHS
CSHS
CSAL
B.A. - Early Childhood
Child Development
This assessment report reflects the relative small size and newness of this major. Each course was closely monitored by the program chair, and changes were made to the curriculum and course assignments based on ongoing conversations with instructors and review of student course work during this first year of the program. A course was dropped, others were expanded, texts were added, and assignments and assignment criteria were changed in response to these assessment efforts.
B.A. - School-Age Care
(Child Development)
Assessment of learning in the School-Age Care program takes place through several requirements: a “course synthesis reflection” for each course; a professional portfolio
(summative); exit interviews; and specific assignments common to each course where particular program objectives are addressed. Changes that were made based on results from these assessments include reemphasizing the adult role in children’s growth in SAC425; streamlining field application assignments; consider developing case studies to use throughout the curriculum so that students can deepen and expand on their analysis and application of theories and models with each course. Over the next year, program faculty will also take an in-depth look at the effectiveness of two courses (SAC443 and SAC455) in addressing the learni ng objective of “identifying socialization issues related to diversity.”
B.A. - Youth Development
M.A. - Organizational
Management
Align portfolio with course work - Move courses within curriculum - expand opportunities to use collaboration and group process skills - basis for adjuncts to improve course outcomes for YD 420 SAC 445- place greater emphasis on policy at the residency.
Common course papers, final synthesis project, student self-evaluations, and student portfolios provide the range of assessment activities used to determine student achievement on six learning outcomes, including self-reflection, theory and practices, application, collaboration, research, and communication. Only general statements from student selfreports and faculty evaluations were included, which indicated positive student reactions. No other results regarding achievement of learning outcomes were included. Changes made in response to ongoing discussions include the expansion of computer usage and computerbased simulations, the addition of a text to a course, and recommendations for improved focus on writing skills, greater use of case studies, and further departmental discussion regarding the goals for the Thesis and research methodology.
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Executive Summary, 2002-2003
CSAL
CSHS and
Teacher Education
CSHS
CSHS
CSHS
M.A. - Organizational
Management, Human
Resources Emphasis
M.A. - Education, Early
Childhood Education
Emphasis
M.A. - Education, Youth
Development Emphasis
Assessment tools: student assignments, synthesis projects, student portfolios, student selfevaluation, CD-Rom simulations. Action taken based on assessment: expansion of types of thinking to include systems, critical, innovative, creative, paradigmatic, emotional, futuristic, ethical and visionary. MAOM leadership will find and utilize other CD-Rom simulations.
Grading policies will be examined to clarify standards. More case studies will be used to increase depth of learning.
Assessment procedures include professional feedback, student comments, and program faculty review. Feedback from professional partners on the Assessment of Professional
Practice in Early Childhood did not always coincide with students' field experience papers.
Program faculty will revise the assessment tool and encourage students to seek out a professional for regular contact and input. Capstone completion rate can be improved and a
Capstone Paper Completion course is being offered through Continuing Education.
Mentoring during this completion process is individualized. A new core course will be added based on student comments that they want to know more about creating curriculum materials and instructional techniques that facilitate "authentic observation and assessment."
Course assignments, activities, course evaluations and instructor reflections were used to assess program goals. Reviewing these procedures and assessment results, the following actions were taken: change the final course from a capstone course to a closure course in which students do a final project that synethesizes their learning, instructors were informed to continue to stress the importance of major goals, give greater attention to program goals during residency, create more practical and tangible course assignments, connect instructors to ensure goals are reinforced, and encourage all instructors to make each course directly applicable and practical to the major goals.
M.A. - Human Services,
Criminal Justice Emphasis
New program - formative assessment has initiated one course change - findings were reported and shared to CSHS administrators and faculty.
M.A. - Human Services,
Family Studies Emphasis
A copy of the assessment report was sent to each teaching faculty member in the program.
No major changes were identified, however minor curricular changes were suggested including an expanded use of McGoldrick and Carter's Expanded Life Cycle (3rd Ed.), use of current journal and research literature in class readings. Specific course corrections were suggested for FAS575 including an assignment that makes use of available programs goals and objectives as well as the reading of "Leading with Soul" by Deal.
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